Does Your Course Have a Threshold Concept?

Date/Time
Date(s) - 02/20/2020
1:00 pm - 2:30 pm

Location
Engelmann B73

Presenter

Learning
connies@uwm.edu

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There are 9 spaces reserved, 11 are still available.


This session is applicable to all course formats: Face-to-face, online, or blended.

How is it that students can seem to miss the absolute core idea or concept of a course? When a concept is absolutely essential or a course or field, should we approach it differently in how we teach it? These concepts, as we often know, are such that once they are grasped, it is difficult to “unlearn” them.  So, how do we identify them and teach them? Come explore the eight attributes of Threshold Concepts and begin identifying TC that are living within your course or program! More than a “key concept,” threshold concepts represent:

“…a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view” (Jay, M. and Ray, L.  May 2003).

Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practicing within the Disciplines. Enhancing Teaching-Learning Environments in Undergraduate Courses Occasional Report 4, May 2003). 

Once you recognize they are inhabiting your courses, you can begin to create strategic designs to lead students across these transformative thresholds.

Jay, M. and Ray, L.  May 2003). Threshold Concepts and Troublesome Knowledge:
Linkages to Ways of Thinking and Practicing within the Disciplines. Enhancing
Teaching-Learning Environments in Undergraduate Courses . Occasional Report 4, May 2003). 

 

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